QRSI 2015 Instructor Bios

Tony Adams

Dr. Tony Adams is an Associate Professor and Chair of the Department of Communication, Media and Theatre at Northeastern Illinois University. He teaches courses about interpersonal and family communication, qualitative research, communication theory, and sex, gender, and sexuality. He is the author of more than 50 articles, book chapters, and reviews, and has published four books: Narrating the Closet: An Autoethnography of Same Sex Desire (Left Coast Press, 2011), the Handbook of Autoethnography (Left Coast Press, 2013, co-edited with Carolyn Ellis and Stacy Holman Jones), On (Writing) Families: Autoethnographies of Presence and Absence, Love and Loss (Sense Publishers, 2014, co-edited with Jonathan Wyatt), and Autoethnography (Oxford University Press, 2015, co-authored with Carolyn Ellis and Stacy Holman Jones). He is currently working on four additional books:  one about queer autoethnography, another about Teaching Sexuality, and a third about the ethics in qualitative research.


Kathy Charmaz

Kathy Charmaz is Professor of Sociology and Director of the Faculty Writing Program at Sonoma State University. In the latter position, she leads seminars for faculty to help them complete their research and scholarly writing. She has written, co-authored, or co-edited fourteen books including two award-winning books, Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis and Good Days, Bad Days: The Self in Chronic Illness and Time.  The considerably expanded second edition of Constructing Grounded Theory recently appeared as did a co-edited Sage Publications four-volume set, Grounded Theory and Situational Analysis with senior editor, Adele Clarke. Her co-edited volume with senior editor Antony Bryant, The Sage Handbook of Grounded Theory, appeared in 2007. Professor Charmaz is a co-author of two multi-authored methodology books, Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry, which came out in 2011 with Guilford, and Developing Grounded Theory: The Second Generation, a 2009 publication with Left Coast Press.  She has also published numerous articles and chapters on the experience of chronic illness, the social psychology of suffering, writing for publication, and grounded theory and qualitative research. Professor Charmaz has served as President of the Pacific Sociological Association, President and Vice-President of the Society for the Study of Symbolic Interaction, Vice-President of Alpha Kappa Delta, the international honorary for sociology, editor of Symbolic Interaction, and Chair of the Medical Sociology Section of the American Sociological Association. She has received the Feminist Mentors Award and the George Herbert Mead award for lifetime achievement from the Society for the Study of Symbolic Interaction. She lectures and leads workshops on grounded theory, qualitative methods, medical sociology, and symbolic interactionism around the globe.


Alison Hamilton

Alison B. Hamilton, Ph.D., M.P.H. is an Associate Research Anthropologist in the UCLA Department of Psychiatry and Biobehavioral Sciences. She received her Ph.D. in medical and psychological anthropology from UCLA in 2002, and her M.P.H. in Community Health Sciences from UCLA in 2009. Her main areas of interest are women’s health and mental health.

Dr. Hamilton is also a Research Health Scientist and Director of the Qualitative Methods Group at the VA Health Services Research and Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation and Policy, specializing in women Veterans’ health, mental health services research, and implementation science. She was a fellow in the inaugural cohort (2010-12) of the NIMH/VA Implementation Research Institute and she serves on the editorial board of Implementation Science. She currently leads two HSR&D-funded women’s Veterans’ health studies, including a four-year mixed methods study of women Veterans’ attrition from VA healthcare use. In recognition of her accomplishments, she was recently featured in a VA HSR&D Investigator Spotlight: http://www.hsrd.research.va.gov/publications/research_briefs/default.cfm?Issue=11/01/2014&Copy=publications/research_briefs/ResBrfOnline_1114.cfm.

Dr. Hamilton has been a consultant with ResearchTalk for over 16 years, providing direct support to clients as well as serving as faculty for several of the Qualitative Research Summer Intensives and mentor at ResearchTalk’s Qualitative Data Analysis Camps. At recent Intensives, she taught courses on rapid qualitative research methods, qualitative grant-writing, qualitative interviewing, mixed methods research, and enhancing the usefulness of qualitative research.


Ray Maietta

Raymond C. Maietta, Ph.D. is president of ResearchTalk Inc., a qualitative research consulting company based in Bohemia, New York and Cary, North Carolina. A Ph.D. sociologist from the State University of New York at Stony Brook, Ray’s interests in the art of qualitative research methods motivated him to start ResearchTalk in 1996. ResearchTalk Inc. provides project consultation and co-analysis services on all phases of qualitative analysis to university, government, not-for-profit, and corporate researchers.

More than 20 years of consultation with qualitative researchers informs the recent publications and a current methods book Dr. Maietta is writing:

  • “Systematic Procedures of Inquiry and Computer Data Analysis Software for Qualitative Research,” co-authored with John Creswell in Handbook of Research Design and Social Measurement (Sage Publications, 2002)
  • “State of the Art: Integrating Software with Qualitative Analysis” in Applying Qualitative and Mixed Methods in Aging and Public Health Research, edited by Leslie Curry, Renee Shield, and Terrie Wetle (American Public Health Association and the Gerontological Society of America, 2006).
  • “The Use of Photography As a Qualitative Research Method” in Visualizing Social Science, edited by Judith Tanur (Social Science Research Council, 2008).
  • “Qualitative Software” in the Sage Encyclopedia of Qualitative Research Methods, edited by Lisa Given (Sage Publications, 2008).
  • “Integrating Qualitative and Quantitative Analysis with MAXQDA” in Journal of Mixed Methods (Sage Publications, April 2008)
  • Sort and Sift, Think and Shift, in progress.

Ray’s work invites interactions with researchers from a range of disciplinary backgrounds. He is an active participant at conferences around the country including invited presentations at American Evaluation Association, American Anthropological Association, and American Sociological Association.

Paul Mihas

Paul Mihas is a senior social research associate specializing in qualitative research at the Odum Institute for Research in Social Science at the University of North Carolina at Chapel Hill. In this role, he regularly advises graduate students and faculty on qualitative methods, software, and strategies for analysis. He is the former managing editor of Social Forces, a journal of sociology published at the University of North Carolina Press. As a qualitative analysis consultant with ResearchTalk (since 2001), Mihas has lectured on qualitative methods and strategies for analysis at several universities, including the University of Puerto Rico, Howard University, and Temple University. He has also served as faculty at the annual Qualitative Research Summer Intensive and a mentor at ResearchTalk’s Qualitative Data Analysis Camps. His interests include memo writing as a stand-alone method; his current research focuses on cancer survivors and metaphors for illness and the body. Mihas received an M.A. (1989) from the University of North Carolina at Chapel Hill.


George Noblit

George W. Noblit is the Joseph R. Neikirk Distinguished Professor of Sociology of Education in the School of Education at UNC-Chapel Hill, where he teaches advanced qualitative data analysis and interpretation and sociology of education. His research is largely focused around studies of race and schooling. His research has won three awards from two associations. He is currently completing a new book on meta-ethnography (a qualitative research synthesis approach he developed) and social theory– his nineteenth book. He regularly conducts funded evaluation studies, and is currently doing fieldwork in Minnesota schools examining that state’s arts-integration efforts. He has published in a wide-range of journals and edits a journal and two book series.


Johnny Saldaña

Johnny Saldaña is Professor Emeritus from the Herberger Institute for Design and the Arts’ School of Film, Dance, and Theatre at Arizona State University where he taught from 1981 to 2014. He has been involved in the field of theatre education as a teacher educator, drama specialist, director, playwright, and researcher. Saldaña’s research methods in longitudinal qualitative inquiry, ethnodrama, and qualitative coding and data analysis have been applied and cited by researchers for over 1,200 studies conducted in over 90 countries in disciplines such as K-12 and higher education, the fine arts, human development, sociology, psychology, business, technology, government, social services, health care, and medicine.

Mr. Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change Through Time (AltaMira Press, 2003), a research methods book and recipient of the 2004 Outstanding Book Award from the National Communication Association’s Ethnography Division; Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005), an edited collection of ethnographic-based plays; Fundamentals of Qualitative Research (Oxford University Press, 2011), an introductory textbook; Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011), a playwriting primer for performance ethnography and recipient of the 2012 American Educational Research Association’s Outstanding Book Award; The Coding Manual for Qualitative Researchers, 2nd ed. (Sage Publications, 2013), a handbook on qualitative data analysis; Thinking Qualitatively: Methods of Mind (Sage Publications, 2015), a reader on epistemologies for inquiry; and the third edition of the late Matthew B. Miles and A. Michael Huberman’s Qualitative Data Analysis: A Methods Sourcebook (Sage Publications, 2014). He is currently at work on revised editions of Fundamentals of Qualitative Research and The Coding Manual for Qualitative Researchers; and, with co-author Matt Omasta, a new research methods textbook for Sage Publications, Qualitative Research: Analyzing Life.

Margarete Sandelowski

Margarete Sandelowski is Cary C. Boshamer Distinguished Professor at the University of North Carolina at Chapel Hill School of Nursing. She directs and is principal faculty in the summer programs in qualitative and mixed-methods research offered through the Center for Lifelong Learning at the School of Nursing. She has published widely in refereed nursing, interdisciplinary health, and social science journals (e.g., Field Methods, Journal of Mixed Methods Research, Qualitative Health Research, Research in Nursing and Health, Social Science and Medicine) and anthologies in the domains of gender and technology, and qualitative and mixed-methods research (both primary research and research synthesis). Her works have been translated into Spanish and Japanese.

Among her books are Handbook for Synthesizing Qualitative Research (Springer, 2007) and With Child in Mind: Studies of the Personal Encounter with Infertility (University of Pennsylvania Press, 1993), which was awarded the 1994 Eileen Basker Memorial Prize from the Society for Medical Anthropology of the American Anthropological Association. Among her book chapters are “Synthesizing Qualitative and Quantitative Research Findings,” by M. Sandelowski, C.I. Voils, J. Crandell, and J. Leeman in Routledge International Handbook of Qualitative Nursing Research, edited by C.T. Beck (Routledge, 2013); “On Quantitizing,” by M. Sandelowski, C.I. Voils, and G. Knafl in Sage Quantitative Research Methods: Vol.1. Fundamental Issues in Quantitative Research, edited by W.P. Vogt (Sage Publications, 2011); “Current Practices and Emerging Trends in Conducting Mixed-Methods Intervention Studies in the Health Sciences,” by M. Song, M. Sandelowski, and M.B. Happ in Sage Handbook of Mixed Methods in Social and Behavioral Research (2d ed.), edited by A. Tashakkori and C. Teddlie (Sage Publications, 2010); “Writing the Proposal for a Qualitative Research Methodology Project,” by M. Sandelowski in Qualitative Research 2 (vol. 2), edited by A. Bryman (Sage Publications, 2007); “Tables or Tableaux? Writing and Reading Mixed Methods Studies,” by M. Sandelowski in Handbook of Mixed Methods in Social and Behavioral Research, edited by A. Tashakkori and C. Teddlie (Sage Publications, 2003).

Dr. Sandelowski has been awarded as Principal Investigator four 5-year R01 grants from the National Institutes of Health in the qualitative and mixed-methods research domains. She has served on NIH and other grant review panels, and contributed to the NIH Office of Behavioral and Social Science Research Working Group that resulted in the 2011 Best Practices for Mixed Methods Research in the Health Sciences.


Kevin Swartout

Kevin Swartout is an Assistant Professor in the Department of Psychology at Georgia State University in Atlanta, GA. He earned his Ph.D. in 2011 from the University of North Carolina at Greensboro. His research focuses on violence and aggression, specifically how it relates to social influences and substance use. He was a recipient of the 2010 Young Investigator Award from the International Society for Research on Aggression.  Dr. Swartout has published several peer-reviewed articles and frequently speaks at national and international conferences. He has been a qualitative research consultant with ResearchTalk Inc for over seven years. In this capacity, he has regularly taught short courses on mixed methods and qualitative software, including workshops at ResearchTalk and Temple University’s “Planning for Qualitative Research: Design, Analysis and Software Integration.”  Dr. Swartout has also served as a scholar at ResearchTalk’s Qualitative Research Summer Intensive and as a mentor at ResearchTalk’s Qualitative Data Analysis Camps.

Sarah Tracy

Dr. Sarah Tracy (Ph.D., University of Colorado, 2000) is Professor of organizational communication and qualitative methodology in The Hugh Downs School of Human Communication at Arizona State University. Her scholarly work examines emotion, communication and identity in the workplace with particular focus on emotional labor, compassion, workplace bullying, and work-life wellness. She approaches research from a use-inspired standpoint and conducts most of her work in naturalistic contexts.

She is a disciplinary leader in qualitative research methods—including participant observation, interviewing, focus groups, organizational training/intervention, document analysis, and discourse analysis—and serves as the qualitative lead on several mixed methods interdisciplinary multi-sited grant projects. Her award-winning research has resulted in two books including Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, by Wiley-Blackwell. This book elucidates a contextual approach for problem-based iterative qualitative methodology, serving both as a primary scholarly source on qualitative design and analysis, and also as a pedagogical resource.

Over the last three years, she has led 17 qualitative workshops and short courses in a number of settings—including universities such as Arizona State University, University of Colorado, Denver University, Leeds University Business School, and Massey University in New Zealand—as well as at conferences, including those held by the National Communication Association, the International Congress of Qualitative Inquiry, and Qualitative Research in Management and Organization.

Dr. Tracy has written over 60 monographs—six among the top cited or read papers in that journal—appearing in outlets such as Qualitative Inquiry, Qualitative Health Research, Management Communication Quarterly, Communication Monographs, Communication Theory, Journal of Management Studies, Human Communication Research, and Journal of Applied Communication Research.

She is Co-Director of The Transformation Project (http://humancommunication.clas.asu.edu/about/transformation-project) a consortium of faculty, graduate students and community members who focus on communicatively transforming lives and relationships at all levels of human interaction. Activities include the   organizational gratitude project, multiple conferences and symposia, journal articles, downloadable white papers, Wiki pages, and public presentations.

Mark Vagle

Mark D. Vagle is associate professor and associate department chair in the Department of Curriculum and Instruction at the University of Minnesota’s College of Education and Human Development. He conducts, and teaches doctoral seminars focusing on, phenomenological research. In addition, Vagle teaches courses on qualitative research methodologies, as well as philosophies, theories, and teaching practices that inform the schooling of elementary students. Currently, Vagle is using what he has termed post-intentional phenomenology to critically examine various ways in which issues related to social class take concrete (lived) shape in the curriculum and pedagogies of elementary education. He has published his work widely in journals such as the International Journal of Qualitative Studies in Education, Qualitative Inquiry, Field Methods, and Curriculum Inquiry. He recently published Crafting Phenomenological Research (Left Coast Press, 2014).